Advancing Natural Language Processing in Educational Assessment
This book examines the use of natural language technology in educational testing, measurement, and assessment. Recent developments in natural language processing (NLP) have enabled large-scale educational applications, though scholars and professionals may lack a shared understanding of the strengths and limitations of NLP in assessment as well as the challenges that testing organizations face in implementation. This first-of-its-kind book provides evidence-based practices for the use of NLP-based approaches to automated text and speech scoring, language proficiency assessment, technology-assisted item generation, gamification, learner feedback, and beyond.
Advancing Natural Language Processing in Educational Assessment: Pages 167-182
This chapter discusses the evolution of natural language processing (NLP) approaches to text representation and how different ways of representing text can be utilized for a relatively understudied task in educational assessment – that of predicting item characteristics from item text.
Advancing Natural Language Processing in Educational Assessment: Pages 58-73
This chapter describes INCITE, an NLP-based system for scoring free-text responses. It emphasizes the importance of context and the system’s intended use and explains how each component of the system contributed to its accuracy.
Academic Medicine: Volume 97 - Issue 8 - Pages 1219-1225
Since 2012, the United States Medical Licensing Examination (USMLE) has maintained a policy of ≤ 6 attempts on any examination component. The purpose of this study was to empirically examine the appropriateness of existing USMLE retake policy.
Academic Medicine: June 2022
This study examines the associations between Step 3 scores and subsequent receipt of disciplinary action taken by state medical boards for problematic behavior in practice. It analyzes Step 3 total, Step 3 computer-based case simulation (CCS), and Step 3multiple-choice question (MCQ) scores.
Academic Medicine: Volume 96 - Issue 9 - Pages 1324-1331
This study examines associations between USMLE Step 1 and Step 2 Clinical Knowledge (CK) scores and ACGME emergency medicine (EM) milestone ratings.
Academic Medicine: Volume 96 - Issue 9 - Pages 1319-1323
This study examined the relationship between USMLE attempts and the likelihood of receiving disciplinary actions from state medical boards.
Teaching and Learning in Medicine: Volume 33 - Issue 4 - p 366-381
CSE scores for students from eight schools that moved Step 1 after core clerkships between 2012 and 2016 were analyzed in a pre-post format. Hierarchical linear modeling was used to quantify the effect of the curriculum on CSE performance. Additional analysis determined if clerkship order impacted clinical subject exam performance and whether the curriculum change resulted in more students scoring in the lowest percentiles before and after the curricular change.
Academic Medicine: September 2020 - Volume 95 - Issue 9 - p 1388-1395
This article aims to assess the correlations between United States Medical Licensing Examination (USMLE) performance, American College of Physicians Internal Medicine In-Training Examination (IM-ITE) performance, American Board of Internal Medicine Internal Medicine Certification Exam (IM-CE) performance, and other medical knowledge and demographic variables.
Academic Medicine: Volume 95 - Issue 9 - p 1396-1403
The objective of this study was to evaluate the associations of all required standardized examinations in medical education with ABFM certification examination scores and eventual ABFM certification.